COVID-19 Series: Reflection Activities During a Pandemic

On list we have miss Jennie Ziegler, instructor of english and writing center outreach consultant and Dr. Georgette Dumont, associate professor of political science and public administration and before we begin the presentations I’d like to do a quick poll just to get us started, so take a moment and reflect on the following question, so what kind of reflection exercise do you use most or you can look at it as what are you most comfortable with As you do this I’m also going to include, it’s a pdf sort of a single page resource on reflection exercises, we’re going to put that in the chat and I extracted it from a larger CBL toolkit from Weber State University and I just found it to be a really nice quick one-page reference sheet and I did want to share that Okay, we have our results here and it looks like most people use written exercises and, oh still going, yes okay so written exercises, journals, writing assignments, that sort of thing seems to be the most typical, all right thank you At this time we would like to move in, oh i’m sorry wrong part, let me get back on track here okay, so let’s go ahead and begin with our first panelist, up first we’re gonna have miss Jennie Ziegler and let me go ahead and share my screen give me one moment, I want to share this there we go, all right can everybody see that? Yep, Yeah. Let me go from the beginning, all right and go ahead Jennie. Okay, thanks Alarie, so this is a pdf that covers some of the more basics of writing reflection and also designing reflection assignments , so we start off with the idea that reflection is a practice, I know that as an instructor of writing I consider the ways my students come to the class and their ideas of what reflection means and currently in, in our attendees we have Michelle and Reagan who work out of the writing center and work every single day with students and I know that at the end they can share some of their insights too and some advice on how to design some, you know really fantastic assignments and so what I often see from my students is that they consider reflection writing to be opinion writing, I always ask them what do you think reflection is and they say well it’s my opinion, it’s what happens and we kind of start from there and that’s my one piece of advice to take away from this is always consider from the vantage point of the students with assignments and especially from reflection that they often consider, again this reflection writing to the opinion writing often I note here that they’ll submit stream of consciousness writing assignments or they’ll look at it almost as a discussion practice and, and those are fine but often they don’t know how to transition between the different, kind of waves of reflection and I also note here that, that there’s typically a disconnect that reflection can sometimes only therefore be subjectively scored or given feedback on and I get to that in a little bit here, just how to navigate some of those waters and I always start with how can, therefore how can we meet students at this level, you know at their understanding of what reflection means and try to educate them and inform them about what a reflection practice can encompass and if we go to the next slide,

I think it’s always important to start with what are our goals of reflection you know these are very very basic ones, reflection attempts to make sense of the situation it places a lot of different viewpoints, context, texts each other in dialogue, it promotes self-awareness, it articulates the self but it articulates the self in a very specific context and I think as instructors we have to frame that context very specifically and it also, you know this is such a skill, this is such a wonderful skill that can be embedded in any sort of discipline, I know specifically like for instance in health writing that reflection is really important to know and to master and as well as it, it helps us and it helps students create knowledge not just that they’re kind of passively taking in knowledge, they’re creators, they’re content creators as well and if we go to the next slide, thanks, so I won’t read through all of this but just, you know, to think about the design of how we bring in reflection to our classes, yes we start with the goals, we start with the question of how do our students imagine reflection c, what are our goals for reflection in our courses, we also then must think of okay well how are we signaling to students other than this is what a reflection is, how do we give them responsible feedback, how do we score and grade these assignments then to to help usher these skills up to perhaps more of a capstone level than more of just like a, a benchmark level and so, you know I give some tips here you know how does a reflection you know typically function well in a course especially since many of us assign written assignments and we often think of reflection as written though it certainly doesn’t necessarily have to be I want to point out one specific bullet point here is designing assignments that step beyond summary writing and this is where I see my specific students struggle a lot it’s moving past the what happened and instead of just summarizing the situation or their field experience it’s okay well why did it happen, how did it happen, so they start to characterize their experience and I think that’s incredibly important, that is a great step to start mastering some skills, I also note that potentially, you know consider having reflection be a repeated writing practice in your courses, we have and, and I’m gonna get to my particular community-based transformational learning course in just a minute here but in my specific course we tend to reflect almost every single assignment and so and there’s different kind of ways that we do reflect, we have our weekly, they used to be called weekly blogs and now, and I think that’s kind of a dated term now so it used to be these weekly blogs and now it’s these weekly discussion posts where they talk a bit about their experiences over the day and they’re, then the students are kind of in conversation with one another and certainly there are some you know cons to that set up, there are certainly some challenges, two discussion board reflections and so I build up that, into not only do we have the weekly reflections but then we also have bi-weekly reflections and I’ll get to that in just a minute. Just a few more things to note from this particular slide, I think it’s really neat when you go back and you give feedback to students to see what shows up for students of their situation of the context you know what are they commenting on, you know do you start to see certain patterns and it helps me, it helps me as opposed to form a lesson plan for that next week which is kind of neat and, and I like that kind of organic way of designing a, of a course and of discussion as well, also want to note just for instructors using very precise language in their assignments for reflection, this is how we help our students navigate out of this is just opinion writing, you know so if you just say hey, write a reflection on what happened that’s where students start to, you know pause and say like well I don’t really know where to start and so being very precise with our language helps them be precise with theirs, also if you use rubrics in your course as being very precise in the language you know especially since students may interpret grading as subjective

and, and they’ll voice that as well, so if we go on to the next slide, thank you I like to, I know there’s so many different kinds of reflection assignments and you know there’s a collaborative reflection and critical reflection and so on and so forth I like to actually look at community based learning reflection through two lenses, here it’s the on action reflection and the inaction reflection and this is actually kind of borrowed from, from health writing, so if we note the two different kinds of reflection writing both are metacognitive approaches, the on action you know reflects on past experiences, past situations whether, or whereas the inaction reflection reflects on the current circumstance, the current situation, you’re more kind of in the thick of it versus in hindsight and I think these are both, these two forms of reflection how they take and especially in written assignments can be very very useful and I try to use both of them in my courses, I think that the on action category of reflection is really really excellent for you know beginning writing skills especially getting students very comfortable with the active reflection and when you get into the in action reflection I think that’s that’s the most difficult one, that’s that’s the more difficult one to score, to give feedback because again everyone’s kind of in the thick of it, everyone’s kind of in the thick of the situation, it’s hard to separate sometimes the what happened from the why did it happen but I think that’s why it’s so important to embed in our courses, okay we go to the next slide So with COVID-19 and this interruption,  this pandemic, you know what do we do with our reflections and I think this is a great opportunity to look at the impacts of the pandemic onto our courses, onto our experiences and onto our practices as well and so I know that some of our CBTL courses are going to be challenged this fall I know that there are a lot of field experiences that won’t be happening which is you know so, so unfortunate or the the courses they’re shifting how they’re going to deliver the CBTL experience and I think this is, you know to put a positive spin on it you know a great opportunity for this reflection for other kinds of assignments and so I think we start with looking at the impacts of COVID on course delivery, on methods, on outcomes, on content and also from the student point of view too right, access their health or economics and I think it’s very important not to turn away from having students talk about this, having students reflect on this and yeah no, no that’s perfect if we’re going to go right to the case study Yeah perfect, so with the case study, so I’d like to use my own course reading matters which is every year can, is listed as a capstone experience in the english major I, I start to build various reflection practices so we start with the before we get into the field, before we get, we, we visit a local title one elementary school and we mentor reading so before we get into the elementary school classroom I asked them about their, their reading history, you know did they have mentors growing up and I have them do a small reflection on their history of a few different things specifically with reading and then I move them into more of that reflection in action, which is the current reading practices and that’s always kind of a tricky one because and I, and I have them track that reflection throughout the entire semester and I think, actually I’m not teaching this particular course this upcoming fall but I will in spring and I think this is, would be an interesting semester to track reading and we also try to attempt to answer what is reading so on and so forth and I would assume that a lot of my students would say that they are either binging on reading the news and or else they’re staying away from it and you know they, they constantly reflect on, you know where they’re reading, what they’re reading, what it’s reading to them so on and so forth, and then once we get into, we start prepping for our field experience, before we start prepping for mentoring in the school system I asked them about their preconceived notions of what does mentorship mean to them, what does reading with kids mean to to them, what are they expecting

out of this CBTL activity, through, at midpoint in our field experience I do kind of survey them again we do another kind of midpoint of reflection and then after we get out of the elementary school classroom and we’re back at UNF I also build in another reflection on that experience This is built on top of our weekly reflections, our oral discussions in class and our bi-weekly essays which again they’re, they’re constantly reflecting on their reading practices, they’re constantly reflecting on what they’re bringing into that elementary school classroom that they’ve been practicing at home and then this very large, very scary end of term essay and I note throughout these particular assignments when I think that they’re in-action and on-action reflection activities as well as are they more informal writing or more formal writing as well and I think the on-action, in-action can be paired with informal and formal discussion communication practices, it’s just what are, what do we want out of those particular activities for us and so the big change that I would see and especially as you know, looking at spring and the challenge like we might not be able to go into the elementary schools in spring, I know that this course will not be going into the schools in fall and so obviously our, our weekly written reflections on working with the kids that’s going to change and it really, will really depend on how we build that that activity now that the community-based activity within that, which this course is built around and so that’s going to be a very large challenge, so if we go on to the next one This is just kind of a quick checklist of okay so we’ve, you know designed our reflection activities and I think again as we think about reflection activities in this COVID-19, during the, amidst this COVID-19 pandemic we come back to the impacts and I think that can be kind of paralyzing for a lot of us and so just going back to what do we want from our student learning outcomes being very precise in our language whether it’s modeling for our students how to reflect as well as how are they going to be scored for an assignment being very specific in our rubrics so that they know what the benchmarks are, teaching them how to, how to synthesize moving past remember, moving past that, that summary, moving past just analysis, bringing in other texts into dialogue, bringing other experiences too into dialogue, noting the student preconceptions about what is reflection and again those impacts and I always say hey why not give them a practice of this, writing is never just one and done, reflection is not just one and done and so building a practice out of reflection I think is super important and that’s it, thank you Thank you, a lot of great information, let me stop sharing and we’ll move on to Dr. Dumont. Wow Jennie, yeah so she said like she’s very structured and all that I think we have very different approaches so I don’t have the presentation, but one of the differences I did note is I teach graduate students predominantly, I have one undergraduate course per academic years so I have a very different view of reflection and students, that said also when I started teaching and for many years, I guess I was a little bit reticent of the reflective pieces because I consider them opinion pieces and for me it’s not their opinion that matters, it’s being able to back up their suggestions or their recommendations with literature or science so I, I really push back against any kind of reflective piece, that said I started to incorporate it more, as I learned more about the pedagogy of teaching and things like that you, which you learn through community-based learning and a lot of other OFE and CIRT courses I started to think about how I would be able to utilize that or how I could leverage this reflective thing that I’ve been very skeptical about and trying to push aside to really help my students along to also make it not an opinion piece and so I was really looking for that balance and I, I think I did kind of find a little bit, so I will start with my undergraduate course, that one that I teach, one thing I did

learn and I used it for the last one to two times that I’ve taught the class is at the conclusion of every week I have students write reflection pieces on what are the three most important topics that you’ve learned this, or concept that you learned this week and why, so my course is broken down, every week is a different topic and has a different, it’s a different cog in the machine of the course and so they wouldn’t have to just say what it is but why they thought that that was the most important, so this way they’d have to actually conceptualize it and put it into that greater context, which helps them retain the information so that’s, that’s kind of where I mainly keep it at the undergraduate level we also do weekly case studies and so this way it ends up having, they end up having to apply the concepts each week to the cases, this last year I did find that students were in the reflective pieces getting the concept right but instead of saying why they thought it was, why it was important they would note the case study and not their own pieces so I was thinking maybe I should give them the reflection before the case study and then the apply, so I’m still working on that now for my graduate courses again, I don’t want the opinion, I want the backed up suggestions or recommendations to the organization and so what I have them do is they don’t do reflective papers or little short assignments, what they do is memos, so different students are assigned different memos throughout the semester depending on the course but in general they all have to write memos and they have to assess the information that they learned and apply it to a specific organization for a specific person and support their argument so this way they’re learning it and they’re applying it and in that learning and applying is that reflective piece of trying to really conceptualize and understand what it is, all that crazy stuff that I talk about in class, how does that make sense in the real world and I find that the, they really tell me that they’ve enjoyed the memos and that it did help them, you know they, they could compile the memos for their portfolio for, for a future possible work opportunities, there’s another course that I teach which is grant writing which is my community-based learning course, I did community based learning this past year, this course is taught in the summer and well something happened in between last fall and this summer and we ended up revising the whole thing, what I’ve done previously is I have had my students go out and we work with the Sulzbacher Center and they get tours of the the new campus, the women and families shelter and all of the services that they do and because of the breadth of services that they offer there, everything from health care to child care to homeless services and, they apply the materials that they learn in class to writing a grant, the materials they learn in class is all about grant writing and each one of them write a grant for that specific function that that organization does, in the past they’ve all submitted their draft grants and I submit them all to the Sulzbacher Center and Sulzbacher can then use them, not use them, reformat them, you know get them submission ready and then they can submit to be able to win those awards, the goal there is for the students to not only say that they’ve taken a grant writing course, it’s also to say that they’ve actually written a grant and it was submitted and hopefully that it was won, this year was different, to say the least and so Sulzbacher was a little bit on the busy side this year because of COVID-19. I didn’t want to take up more of their precious resources, mainly time, to try and drag them into a class and do virtual tours and walk through the campus and so what I ended up doing is I had all the students individually choose their own non-profit, so a lot of my students work for a nonprofit organization and all except for two chose to do that, two, three of the students, so two of the students I helped them find an organization to write a grant for and the third found his own organization to write a grant for

and we went through the process like that and so again the students are always applying the concepts learned with the actual organization so it’s different for every student and I, I found it to be useful, the reviews were good I wish I could, and for me this is more of a, on the academic side I wish I could have given them more and I’m sure all of us are feeling like there’s, we’re missing something, it’s not just the students are missing something right now but we’re missing that connection with the students as well so I’m very conscious of that but the, with regard back to the other classes and the student reflections when I do have them write it out one of the main takeaways for me is I can see what they’re understanding and what they’re not understanding and how they’re not understanding it because they’re putting into their own words and then it’s easier for me to go back and readjust their understanding of a specific concept, I find it more useful than you know you just give a test and they get it wrong, you don’t know why, why they got it wrong but the application really gets to see, all right you were going, you were going, you were going and this is where you tripped and you can go back to that trip spot and teach them how to get over that hump so they can continue on with the race and that’s one of the very useful things that I find about reflections is before they ever get to a point in the class where they are getting graded or assessed on a concept you have the opportunity to readjust them and into the direction that they should be going so that there’s a better understanding, this is very critical for those classes that build, one step builds off another step builds off another step instead of just doing a test, all right you got a C, you can go on to the next one, you understand between that C and that A there are a whole bunch of concepts that they really should know so they can firmly hit grant, that, that B level to be successful in that level and the rest of the course as a whole so I find, first being a skeptic, I have grown, I’ve grown to the point where I’m not a skeptic anymore and I have found a way that I can use reflective pieces to just make sure that students are able to, are one understanding the information the way that they are supposed to understand the information and two if they’re not, where are they tripping up and how can I better explain it, if the whole class is missing a concept there is something wrong with how I am presenting that concept and then I have to go back and look at how it is I am portraying it, was the recorded lecture like off the wall, did a cat walk by and all of a sudden they’re just watching the big fluffy tail walk by and they they just stop listening to me like whoa that’s a big fluffy tail, so it, it, it gives me a chance to reassess that point in time and that piece of information and how I can better get that information across to them so I find it not only helpful for the students, I find it also helpful for me as the instructor to be able to best get the information across in a way that’s helpful for them and that helps me know that I’m being productive That’s what I got, no cool slides and I don’t even get a fluffy cat tail, I came close there’s a cat over there trying to eat the chives and cats shouldn’t eat chives so I was trying to shoo them away while Jennie was talking and then I don’t know where it went but no fluffy tail sorry, it’s okay because you probably would have lost the whole thing, what I was trying to talk about Well thank you, I appreciate it some of the big takeaways I got from both of your presentations were, you know scaffolding the reflections for your students and the fact that you’re constantly reworking them if they don’t work the first time, so I think those are really important points, okay well thank you for that, so I think now is a good time to launch our second poll, so after taking into account some of the examples and the recommendations you’ve heard from our panelists take a little moment and just sort of reflect on your own reflections so we’ll go ahead and we’ll launch poll two, do you anticipate changing your reflection assignments due to COVID-19? So just kind of take a minute, this is sort of a quick one All right, oh most say yes, about 71% are going to be changing in the fall, I would assume

for COVID-19 accommodations and that sort of thing, perfect thank you Justin Alright, at this time we’d like to move into our q&a portion of this webinar and invite participants to ask our panelists any questions they may have, you can raise your hand and Justin will mute you to ask your question or you can type it into the q&a feature at the bottom, I’ll go ahead and start us off with a couple of questions and I’m going to give each of our panelists an opportunity to respond So our first question, I’ll just start with Jennie, have COVID-19 guidelines made you shift any of your upcoming reflection activities and if so how? Yes, since we’ll be shifting the actual experience, I know that it’ll be a lot less, we’ll have a lot less written reflection I believe and I think I’m going to start shifting to having more oral discussions, since we potentially and especially in the spring or well especially in the fall but when I pick back up the reading matters class in the spring we won’t be going into the classroom and so we’ll be more, depending I suppose either remote, synchronous classes on zoom or in a UNF classroom will be able to talk a bit more with each other which typically doesn’t happen for about 10 weeks in the class where we’re individually mentoring elementary school kids and so we lose a lot of that class time and opportunities to discuss with one one another about the various practices about reading so on and so forth, we shift a lot of our discussion, a lot of our reflection online or into written assignments and so I am thinking about having a lot more standard I suppose oral discussion so that’s one thing. Thank you, Georgette same question In my fall classes there are no community-based classes that I’m teaching in the fall and I will keep up for me especially at the graduate level application of the concepts is critical so I, when I was a phd student I was, the whole concept of degrees was explained to me in this way, undergraduates are sponges soaking up all the information, masters students squeeze out the sponge so it’s like how, what, what you do with that, you know how you apply that information and then phds we build the sponge so I’m squeezing the sponge stage and and the squeezing of the sponge is really the application of that material so they will still do memos and we do a lot of I guess now we zoom discussions on the application of the concepts just more large in general not to a specific organization and the students really like that, one thing I would like to note is when, in the spring when we kind of shifted you know face-to-face to online my graduate, oh gosh what, so my graduates, graduate intro to the masters of public administration program course they, we, we still did the apply, we did our discussions, we talked about the readings and all that and I would have the lecture recorded online but they really wanted to spend most of the class just talking and the, for them it ended up being reflecting and discussing how COVID-19 was impacting them and, and for certain aspects we could work that back into the materials, I teach public and non-profit management so if you are a head of a public agency how would you deal with this, so a public agency like UNF, how would you deal with this if your students were going through what you’re going through as students, so I mean it’s a little bit easier with the topic that I teach to get them to understand the application from a management and leadership perspective with them being the recipients of what the leadership is producing currently so we would break into those kind of concepts but with course materials still ended up being the memos, still a lot of class discussions and I see the same thing happening in the fall, one aspect I

think is going to be a little bit different is, because it’s, we’re remote instruction not online, because we’re remote instruction now it is easier for me to bring in guest speakers it’s not that it wasn’t easier before, like they could always come to campus, I also teach downtown or they can go downtown and go to classes there but then there’s also the commute time and parking and everything else so it takes a larger chunk of the guest speakers time to be able to commit to something like that so I’m hoping this fall, I’m looking, I try and look at things as opportunities not challenges, there are opportunities and I have a better opportunity to not only bring in community leaders from the public and non-profit sector but also former students to come in and discuss what their experiences are either about that weekly topic or something else that students are curious about to be able to share it with the students so that’s something that I’m looking forward to with the fall is the ability to be able to broaden my students horizons even though they physically aren’t going to those campuses they will virtually be getting a, a greater breadth of what’s going on out there Great thank you, that actually leads into my next question, which is in your opinion what are the greatest opportunities regarding CBL reflection activity in the fall and I know uh Georgette you just commented on a few, so I will open this up to Jennie. First let me say I’m so glad Justin captured that quote from Georgette in, in the chat here about the sponges I’m gonna remember that, so I think, you know reflection is, is so important, I, I love Georgette’s points with, you know reading our students reflection certainly helps us, you know navigate our, our lesson planning it, it functions as checkpoints I love that idea and I think that’s going to be really important for instructors in, you know this upcoming academic year to have that constant check-in, how much students are retaining, you know the knowledge that they’re, you know receiving in our courses, you know if there’s particularly you know a tough week you know if, you know, I know that we’re transitioning to remote work, you know past Thanksgiving and if even that happens sooner, you know making sure that we’re staying on top of, you know how students are navigating kind of that shift, if they are shifting and I think that that’s, that’s, that’s going to be you know, I think turning that into an opportunity rather than, you know a challenge and I think that building in very mindful reflections depending on the courses, depending on the population, depending on the content, you know I think it’s going to be very positive for for fall and for spring Yeah thank you, I want to open it up to any attendees or participants that might want to ask a question, so kind of pause for a moment to see if we get anyone Alright let me move on, oop. There’s a question about handling, any tips for handling oral discussions? Do you want me to go? Go for it yeah. So with oral discussions if it’s a whole class, my classes can be 25 to 30 students and some of these are graduate courses there is a rubric and early on students note that I know their names and I know a lot of us get emails from those higher up saying you should learn student names, it helps with metrics they, they feel more accountable, they do and that’s just something I really, since I started teaching here I’ve been very cautious about learning the students names, if you don’t know in, in my wings when you look at your class roster there’s the photo roster and roster, i’m a new englander, there’s a photo roster and you can print out what all your students look like and I have fun with this so at the beginning of the the school year I print it out and I look at them and I’m like nope you don’t look like this and so I just, it uh, and I rearranged their photo and you know a lot of them haven’t done their

photos have, just have an osprey so I just freehand them and so I have my own little notations of how to identify the students and I really try hard to learn all of their names, that’s very important because when they are discussing things in class I jot down who’s speaking and that, then I also have a rubric for class discussions for like are you just saying yeah I agree, like cool dude or is it something a little bit more substantive, yeah well I understood this is what they meant or this is how i’m understanding that and so they get like a check plus and I use that and the students realize I am now, what they say in class counts towards their grades and that’s what matters to them and so by making that connection they make sure that one if I get their name wrong so when they raise their hand like yes John he’s like nope Eric the conversation is going like you got my name right and so they, they have more skin in the game to make sure that you are involved with the class discussion so it’s one learning your students names, two having a rubric as to how you recognize the contribution of that discussion to the class and then the students, once they realize it matters they make sure you know what their name is Alright, yeah very good advice do you do it kind of the same way, so on zoom do you, is the expectation that they will unmute and speak, are you allowing them to kind of put in the chat box? Oh no it’s all spoken, I don’t have a TA, my students are other people’s TAs so I don’t, I cannot watch the chat box and keep going with the class at the same time so there’s an expectation that, you know you raise your virtual hand you let, somehow you let me know that you need to say something and the same method goes there except in, in zoom your name is printed on the bottom of your little box, fabulous, it’s like having a little name tag on their desk Yeah I do like that feature. This question, I will go to Jennie, what do you believe your biggest barriers to reflection is gonna be in the fall? Probably not having, you know physical classes is, is you know shifting my entire way of thinking about the courses themselves, I’m supposed to be teaching a writing workshop and, which is always, has been traditionally in the classroom but I’ve shifted it to remote instruction and so that’s going to be, that’s going to be uh interesting and I , I’m still thinking about how I’m going to be managing the online discussions as well, yeah I think Michelle had a question Oh go ahead Michelle, is it in the chat? What role do you see for writing consultations, it’s a good question. You’ll hear me now? Yes, go ahead. Yeah just, I just in writing center you know we work with everybody at all levels and so it’s interesting that Jennie you have one group for the reading matters and then Dr. Dumont you have, you know undergraduate/graduate, so there’s a whole, you know spectrum of people and I just was curious, you know how you saw writing consultations for your students because a lot of what we do is reflective really when we’re talking to students, we’re trying to get them to reflect on what they’re trying to say and you know how to say it so I was just curious if you saw a greater role for writing consultations, more interaction, specialized you know sessions with writing consultations for the whole class or you know how, because you know we’re doing all this virtually, we used to go into classrooms or we used to have people come visit us we can’t do that now, so I was just curious you know because we’re trying to figure out for fall, how are the different access points going to look for students and how many access points can we have for them and what can we do working with faculty to to make all this happen so the students are more aware of us you know and make use of us because you know once they have the conversation about their work with someone things open up for them even on a reflection, I think Dr. Dumont you mentioned that sometimes they, they don’t reflect on their own experiences, they’re still pulling the factual repeating stuff in and I see that even with

the nursing students with their portfolio in their senior year, they have very difficult times sometimes talking about how it affected them, they can tell you what classes they took but then suddenly they’ve got to put I back in there and they struggle with that, same thing with, when students are writing graduate statements to go to graduate school they have very difficult time reflecting back on that I perspective and so we have to help them you know get to that point but I’m just curious you know is there anything else you know, what can we do virtually to assist students, you know that maybe has occurred to you, you know if there are any ideas at all we’re, we’re open for them, thanks Yeah great question. Yeah, one thing that, so I, I correct students grammars a lot of the basic stuff singular, plural, inconsistencies with that, who, them, that, all that stuff I correct that stuff, when I send a student to the writing center it tends to be graduate students, I don’t care how they got into my class they met all the requirements to be able to get into the class and I don’t care what level you come in at you will leave at a higher level, I don’t care if you’re coming up here, you’re going to leave that up here or if you’re coming down here, you’re going to leave at a higher level, that is always my goal, for students who don’t, who aren’t able to articulate their thoughts clearly, unlike my normal speaking, I find that it’s because they don’t think clearly, so I, if the writing center could somehow delve a little bit into clearer thinking to express the thoughts and I know that you know you can do an outline or like a diagram for your thoughts and all of that stuff, I don’t know how much that’s helping them, I’m taking it that they must have come across that at some point but this is my own opinion, it’s not research based and I hate the use of I in any of my research papers but I, I think, in my opinion, in my uneducated opinion, the pace at which we, in which our lives are lived now very quickly I think that’s going on in their heads as well and they’re not making a lot of the connections and they’re not slowing down to reflect on why it is they think one way or another or what the concept is that they’re trying to get across and so it’s, it’s a brain dump on the paper and wow sometimes I just can’t follow it and I note that there, there have been papers that I’ve stopped after about three quarters or less and said go see the writing center and have this, you need to talk to somebody about this because this is, at a higher level than I can do with correcting grammar and, and phraseology and teaching you about paragraphs, I do all of that stuff but then there’s this other level that’s just so much deeper that I would love to help but I don’t know how to get students to think clearly, Jennie I’m sure has, you know she’s a writing person I’m just going to echo a lot of your statements, I think it’s really helpful for students to come in to writing consult, consultations because they have to talk about, you know their thoughts, they have to talk about the assignment and I know that our consultants there, you know ask a lot of questions of our students, you know okay well, you know what’s the goal of this assignment, what are you writing, what are you struggling with and they actually have to then articulate those things and I think that helps with the organization of their thoughts and I think a lot of the times just talking with someone else about, about an assignment helped clarify so much in the written products, so So you just, I noted, I think something that might help faculty is if they know what kind of questions students are asked when they go into the writing center so when we refer a student to the writing center we can at least provide them with a framework if they were not able to identify it in the syllabus or the assignment. That’s great, yeah Thank you, Melinda I feel like you have a question Yes, I want to introduce myself I’m Melinda Rojas and I am graduate student support, so I mainly see graduate students and multilingual learners, I’m also multilingual

support those are my two main populations I work with and a lot of what I help graduate students do is work on their metacognitive strategies and I think you were you really hit upon it because what I find a lot at UNF is that initially in the beginning a lot of students had the idea that they, they need to get this assignment out of the way, they need to be efficient get it done some of them have families, they’re working, they’re doing other things and so they, they sort of think of their coursework as something that they have to complete and they think of being efficient and time management in terms of just doing it and the, what is absent is the thinking about the assignment, so you were saying you’d like to know what students ask at their writing center and over and over they don’t understand the purpose of a task and that keeps them from understanding the task itself, they don’t understand how that task fits into their discourse community and how they might be using that skill later, a lot of things we think are explicit that, that oh but it’s just so obvious but to students it really isn’t and I was surprised initially but I’ve noticed that this is true of graduate students as much as it’s true of juniors and seniors they need to, they’re not asking themselves the type of questions that they need to ask themselves when they’re doing research so a lot of what I do with them is work on metacognitive strategies and so I often see students ongoing like over the summer I’ve seen a lot of people doing case studies and so in some cases I’ve had three students come on, that’s the great thing about being online, people don’t feel on the spots, you can work with three other people and they come in when they have a question but it, it was because they weren’t asking the right sorts of questions and they don’t know how to do that themselves but part of what the writing center does is help them develop those higher order thinking skills and we go into all of that and how to develop those skills and what they can do and at the level of graduate students it’s really content driven and it’s within their field, the type of questions that are asked, I hope that clarifies a little bit Yeah and with my students they, they all, so on the first day of class everybody’s given a promotion they’re the executive director of any local nonprofit they want to be the executive director of and each writing prompt is a memo from the board of directors of that organization asking them very specific things so they know who their audience is, they know what it is, it’s supposed to answer and it’s just getting that information across the vast majority of my students don’t have a problem with that, there are some whose writing skills are just not quite where they, where many other students who are in a graduate programs writing skills are, one of the, I also at the beginning of every class I had, and every class is different, I have a visual diagram of every week’s topic and I have a picture of the class as a whole, so this way at the beginning of every week students see how this fits into that larger picture of internal, external, structural or if they’re concentric circles depending on the classes, every class has a different design as to how all of the topics in the course fit together as to what they need to know by the end of the course, I know not everybody does that, I’m a big believer in visualizations and if you can draw a picture of your course and show that at the beginning of every class and highlight where you are, it gives the students context for them to be able to conceptualize what it is I’m learning and why I’m learning this and how it fits into that larger picture of what the course is as a whole and it’s just fun to play with all the tools Great thank you, I think we have time probably for one more question, I’m going to open that up to attendees before I ask one Okay, so this question is what advice would you give to maybe new faculty or someone just beginning their CBL journey in the fall regarding developing a reflection? We’ll start with Jennie and if you need a moment to kind of ponder that’s fine too

Just take a look at what your goals are for those, for that reflection actually Georgette I’m gonna steal your visualization idea too, I love that idea and you know seeing where that reflection fits within the content, within the course and again potentially making it a practice throughout the entire semester having multiple different kinds of reflections, just being very explicit in, in the assignment as well as the rubrics on you know, not only what you’re designing but why you’re designing it I look at course reflection, I’m glad you’re, glad you like the idea of the picture, someone, sometimes it is really challenging to visualize a picture for the course just going to give you a heads up there and as you keep struggling on a picture but with regard to the question what I would recommend is, I agree with Jennie, figure out what it is that you’re trying to achieve from that and think about reflections not only as students gaining a deeper understanding of the content but look at it as a feedback loop, back into your own techniques of trying to relay that information out, none of us are perfect at what we do and the whole, the exciting part of what we do is a lot of us keep doing it every year and the same courses and we can revive and adjust and manipulate in, in different ways to be able to see what works best and so use those reflections as a feedback loop into your own technique and content delivery to see is there a better way that this can be done, over time you get a beautiful little bucket of data that you can figure out what works best, what doesn’t work best and how to, how to always like readjust on the edges Thank you very much for that. So I think that’s going to conclude the q&a portion of this so now I’d like to kind of get a sense of where everyone is in our final poll for today’s session, so let’s go ahead and launch poll three and just kind of answer the question, am I confident in my ability to provide meaningful, reflective opportunities to students in the fall? I’m just going to jump in here for real quick, Justin I think you should be, like with me in conferences for twitter to put these little summaries in there, I am not talented enough to be able to listen and get these things in, I’ve tried and wow I’m bad, you’re really good at this. He is very good. I agree I just take pictures and post the picture and then I get made fun of because I’m posting pictures from academic conferences. Alright our results are in so at least, I think everyone strongly agrees and agrees, most people strongly agree so that’s great, that’s good I’m, I’m glad everyone is kind of falling within those two Alright Alright, so I have just a few closing remarks I’d like to thank all of you for attending today’s webinar, Options for Reflection Activities During COVID-19 Teaching, I’d like to especially thank Dr. Georgette Dumont as well as Jennie Ziegler for all your work as panelists today and gifting us with your time and expertise, it is most appreciated The Center for Community-Based Learning will be hosting two additional webinars next week, next Tuesday, August 4th at 12 p.m Justin, our assistant director will be hosting another open forum session and then the following Thursday, August 6th at 2 p.m I will be moderating our final webinar in this series Revising Community-Based Learning Assignments for COVID-19, if you’d like to access the full listing of webinars, listen to any of our previously recorded sessions or find more resources on the topic please refer to the community based learning module in the virtual faculty lounge, CCBL staff is also hosting various one-on-one consultations over the next couple of weeks, if you’re interested you can sign up for an appointment and we will put the link to that in the chat, again thank you for participating in today’s

webinar we look forward to seeing you at future sessions and please share these opportunities with your colleagues, thank you very much Thank you everyone I enjoyed it. Thank you It was fun thanks so much